SCHOOL PSYCHOLOGY PROGRAM 2021-2022 STUDENT HANDBOOK
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
PHD
SCHOOL PSYCHOLOGY PROGRAM
2021-2022 STUDENT HANDBOOK
School Psychology Program
Department of Counseling, Psychology and Special Education
School of Education
Duquesne University
109B Canevin Hall
600 Forbes Avenue
Pittsburgh, PA 15282
Office (412) 396-1058
Fax (412) 396-1340Table of Contents
PHD School Psychology Program Overview/Accreditation 4
Tenets of the PhD School Psychology Program 4
PhD School Psychology Mission Statement 5
Location and Administration of the PhD Program 5
Program Faculty 5
PhD School Psychology Program Aims and Competencies 6
Program Commitment to Diversity 7
PhD School Psychology Program Course of Study Overview 8
PhD School Psychology Program Course Sequence 9
Doctoral Preliminary Examination 11
Doctoral Oral Comprehensive Examination 12
Procedure for Completion of Oral Comprehensive Exam Paper 13
How to Study for Doctoral Oral Comprehensive Exam 13
Practicum and Internship Overview 14
Practicum Sequence 15
Practicum Attendance Policy 17
Internship 17
Dissertation Requirements 20
Advanced Integrative Knowledge Requirement 20
School Psychology Program ePortfolio 21
Faculty-Student Relations 22
School Psychology Website 22
School Psychology PhD Program Admissions Procedures 22
Admissions of Practitioners Returning for a PhD in School Psychology/Advanced Standing 24
Advanced Standing-Credit Transfer Policy 24
Change of Degree Programs 25
School Psychology Program Student Orientation 25
Annual Clearances Required 26
Advisement 27
Annual Student Self Evaluation 27
Ongoing Evaluation of Student Progress 28
School Psychology Listserv 28
Student Mail Folders 28
Program Student Files 28
Test Kits 29
Practicum and Internship Logs 29
School Psychology Graduate Assistant Evaluation Procedures and Timelines 29
PhD Graduation Policy 30
Certification 30
Program Forms and Documents 30
Professional Organization Memberships/Professional Development 30
Student Affiliates in School Psychology (SASP) 30
2School Psychology Program Assistantships 31
Other Assistantships 32
Retention Standards 32
Student Remediation Procedures 33
Due Process: General Guidelines 34
Final Grade Appeal Policy 35
Residency Requirements 35
GENERAL STUDENT RESOURCES/INFORMATION 35
DORI 35
Duquesne University Student Handbook 35
Multipass 35
Office of Disability Services 36
Office of Diversity and Inclusion 36
Center for Student Wellbeing/Health Services 36
Gumberg Library and Curriculum Center 36
Financial Aid, Health Insurance, and Student Status 36
Statute of Limitations/Leave of Absence 37
Incomplete Grades 38
Continuous Enrollment Policies 38
Withdrawn, Inactive Status and Readmission 39
Independent Study 39
University Weather and Emergency Closings 39
Immunizations 40
3PHD SCHOOL PSYCHOLOGY PROGRAM OVERVIEW/ACCREDITATION
The 111-credit PhD Program is accredited by the American Psychological Association (APA), as well
as approved by the National Association of School Psychologists (NASP), and includes coursework,
practicum, dissertation, and an internship. Completion of this Program leads to an MSEd in Child
Psychology, a PhD, Certification in School Psychology by the Pennsylvania Department of Education,
and prepares graduates to apply for licensure by a State Board of Psychology. In addition to
practicing psychology in schools, child clinics, and child service agencies, doctoral-level school
psychologists can become licensed for the independent practice of psychology and work as
university professors. PhD graduates often seek employment in settings where research skills are
required. Upon completing the PhD Program and successfully passing the Praxis School Psychology
Exam, graduates may be credentialed as Nationally Certified School Psychologists (NCSP).
APA’s Commission on Accreditation can be reached at 750 First Street NE, Washington, DC 20002-
4242; telephone: 202.336.5979.
Tenets of the PhD School Psychology Program
All children can benefit from the educational environment. Attainment of this goal requires the
measurement of effective instructional and socialization practices that are informed by research
and theory. School psychologists implement and advocate for these exemplary practices through
data-based decision making, collaboration, consultation, and demonstrating accountability to all
stakeholders in terms of student achievement of cognitive and academic goals and healthy social-
emotional development. The purpose of these exercises is to organize schools in ways that
promote learning and mental health, prevent problems, and encourage a sense of community for
all students from varied racial, cultural, ethnic, experiential, and linguistic backgrounds.
To these ends, the Duquesne School Psychology PhD Program is committed to providing students
with the necessary skills to think critically and become agents of change by contributing new
knowledge to the extant professional literature, moral and ethical practitioners, and lifelong
learners who can work as colleagues within the educational community. The School Psychology
Program faculty provides these necessary skills through a challenging and stimulating curriculum,
mentoring experiences through research projects, practical experiences with skilled and ethical
practitioners, and providing ongoing service and support to students after graduation.
The Duquesne University School Psychology Program is guided by the resolutions and position
statements of NASP and APA. The Program is committed to the belief that all students have the
right to a safe supportive environment. PhD students will be engaged with and required to work
with students of diverse backgrounds (e.g. different family compositions, ethnic and cultural, ES,
among other things), sexual orientation, and religious beliefs. For more information please visit:
1. American Psychological Association & National Association of School Psychologists. (2015).
Resolution on gender and sexual orientation diversity in children and adolescents in schools.
Retrieved from https://www.apa.org/pi/lgbt/resources/about-diversity-schools.pdf
2. National Association of School Psychologists. (2017). Resolution Affirming NASP Commitment to
High Quality Public Education for All Children and Youth. Retrieved from
https://www.nasponline.org/x38313.xml
4PhD School Psychology Program Mission Statement
The Duquesne University School Psychology Program, guided by the belief that all children can
learn, is dedicated to providing both breadth and depth of professional training in a theoretically-
integrated, research-based learning environment. The Program prepares ethical practitioners,
scientists, and scholars who are life-long learners committed to enhancing the wellbeing of youth,
their families, and the systems that serve them. The Program achieves this by engaging in scholarly
activities that advance the field of school psychology, maintaining a modern curriculum that
employs aspects of multiculturalism and diversity, examining emerging trends in the profession,
conducting continuous outcomes assessment for Program improvement, and providing support to
our graduates.
Location and Administration of the PhD Program
Duquesne University first opened its doors as the Pittsburgh Catholic College of the Holy Ghost in
October 1878 with an enrollment of 40 students and a faculty of seven. Today, Duquesne University
is a progressive educational facility, which has more than tripled from its early 12.5 acres to its
present 43-acre campus. Current enrollment is more than 9,000 students in nine schools of study.
The Duquesne University School Psychology Program is located within the Department of
Counseling, Psychology and Special Education, in the School of Education. The School of Education
is one of nine schools of study at Duquesne, and the Department of Counseling, Psychology and
Special Education is one of three departments in the School of Education. The Interim Dean of the
School of Education is Dr. Gretchen Generett. The Chair of the Department of Counseling,
Psychology and Special Education is Dr. Deb Hyatt-Burkhart. The School of Education offers the
Bachelor of Science degree, Master of Science in Education degree, Doctor of Psychology, the
Doctor of Education degree, and the Doctor of Philosophy degree in a variety of fields of study. The
School of Education is accredited by NCATE.
The School of Education is accredited by the Pennsylvania Department of Education and the Middle
States Association of Colleges and Schools. The School Psychology Program, which began in 1969,
offers a 30-hour Master’s Degree in Child Psychology (MSEd), a 91-hour Doctor of Psychology
(PsyD) in School Psychology, and a 111-hour Doctor of Philosophy (PhD) in School Psychology.
Program Faculty
The following are University-designated School Psychology faculty members:
Laura M. Crothers, DEd
Professor of School Psychology
crothersl@duq.edu
11TU U11T
Jessica Dirsmith, DEd
Clinical Assistant Professor
Dirsmithj@duq.edu
5Tammy L. Hughes, PhD
Duquesne Professor
hughest@duq.edu
U
Elizabeth McCallum, PhD (Program Director)
Associate Professor of School Psychology
mccallume@duq.edu
11TU U11T
Kara E. McGoey, PhD
Professor of School Psychology
mcgoeyk@duq.edu
11TU U11T
Jeffrey A. Miller, PhD
Professor of School Psychology
Senior Vice Provost
millerjeff@duq.edu
11TU U11T
Susan Rattan, PhD
Assistant Professor of School Psychology
rattans@duq.edu
Ara J. Schmitt, PhD
Professor of School Psychology
schmitta2106@duq.edu
U
Courses with a subject code of “GPSY” will be taught by the faculty members above. Courses taken
within the PhD degree sequence that do not carry this label will be taught by other School of
Education and University faculty members.
PhD School Psychology Program Aims and Competencies
The aims and competencies of the PhD School Psychology Program are tightly linked to APA’s
Standards of Accreditation, NASP’s graduate education training standards, the Program’s training
model, and current professional issues of the field. Specific PhD Program aims and competencies
include the following:
Aim 1: Train health service psychologists (HSPs) to deliver school psychological services.
Ethical and Legal Standards Competency: Students must be knowledgeable of and act in accordance with
relevant professional standards, and legal and ethical guidelines.
Individual and Cultural Diversity Competency: Students must demonstrate knowledge, awareness, sensitivity,
and skills when working with diverse individuals and communities.
Professional Values, Attitudes, and Behaviors Competency: Students must behave in ways that reflect the
values and attitudes of health service psychology.
6Communication and Interpersonal Skills Competency: Student must maintain effective professional
relationships marked by effective communication skills.
Assessment Competency: Students must demonstrate competence in conducting evidence-based
assessments consistent with the scope of health service psychology.
Intervention Competency: Students must demonstrate competence in evidence-based interventions
consistent with the scope of health service psychology.
Supervision Competency: Students must demonstrate knowledge of supervision models and practices.
Consultation and Interprofessional/Interdisciplinary Skills Competency: Students must demonstrate
knowledge of consultation models and practices, and respect for the roles and perspectives of other
professions.
Aim 2: Train leaders in the field who promote the science of psychology.
Research Competency 1: Students must demonstrate knowledge, skills, and competence sufficient to
contribute and disseminate new knowledge to the scientific evidence base.
Research Competency 2: Students must critically evaluate and use existing knowledge within the practice of
health service psychology.
Program Commitment to Diversity
Duquesne University has adopted a Statement of Non-Discrimination regarding admissions and
employment (https://www.duq.edu/life-at-duquesne/student-services/disability-services). The
Policy is excerpted below:
Motivated by its Catholic identity, Duquesne University values equality of opportunity, human
dignity, and racial, cultural and ethnic diversity, both as an educational institution and as an
employer. Accordingly, the University prohibits and does not engage in discrimination or
harassment on the basis of race, color, religion, national origin, gender, sexual orientation, age,
disability, or status as a veteran. Further, Duquesne University will continue to take affirmative
steps to support and advance these values consistent with the University's mission statement.
This policy applies to all educational programs and activities of the University, including, but not
limited to, employment practices, admission, educational policies, scholarship and loan programs,
and athletic or other University-sponsored programs. This is a commitment by the University in
accordance with its religious values and applicable federal, state and local laws and regulations
including Title IX of the Education Amendment Acts of 1972. Nothing herein, however, should be
interpreted as a waiver by the University of its own Constitutional and legal rights based upon its
religious affiliation.
Additionally, the School Psychology Program abides by a series of Administrative Policies regarding
the University’s commitment to equal educational and employment opportunities for all. These
7include TAP 30 Affirmative Action, Equal Educational and Employment Opportunity, and Human
Relations in the Workplace and Classroom (https://www.duq.edu/work-at-du/human-resources-
home/the-administrative-policies-(taps)/30-affirmative-action-equal-educational-and-employment-
opportunity-and-human-relations-in-the-workplace-and-classroom), TAP 56 Americans with
Disabilities Act (ADA) and Requests for Reasonable Accommodation (https://www.duq.edu/work-
at-du/human-resources-home/the-administrative-policies-(taps)/56-americans-with-disability-act-
(ada)-and-requests-for-reasonable-accommodation), TAP 31 Sexual Misconduct and Gender
Discrimination (https://www.duq.edu/work-at-du/human-resources-home/the-administrative-
policies-(taps)/31-sexual-misconduct-and-gender-discrimination).
As a school psychology program, we are committed to ensuring that all children receive an
appropriate public education, irrespective of race, culture and background, sexual orientation,
socioeconomic status, or educational need. We understand that as our nation’s schools become
more diverse, so should the professionals trained to meet the needs of our students. We take our
efforts to recruit and retain students and faculty of diverse individual and cultural backgrounds very
seriously. For example, we offer equivalent virtual interview experiences for applicants for whom
traveling to Pittsburgh for campus interviews would be a barrier due to expense.
PhD School Psychology Program Course of Study Overview
In order to achieve the competencies, goals, and objectives above, the faculty is committed to a
learning environment that emphasizes an integrated, well-organized, and specific curriculum with
clear expectations. Each faculty member has a strong commitment to formal and informal student-
faculty interactions that further mentor the student's educational progress, professional
development and identification with the field. The climate of the Program is one that fosters
healthy scholarly debate and discourse, critical questioning of current issues and trends in the field
and respect for diversity in theory and practice, thus creating a stimulating and enriching
educational environment. Emphasis is placed on the preparation of competent practitioners who
are also skilled at the consumption and integration of scientific knowledge, theory, and practice.
Consistent with the scientist-practitioner model of training, students are involved in a systematic
sequence of didactic courses, applied courses, field experiences, and research requirements. The
sequential plan of study is designed to prepare students for the professional practice of school
psychology by developing foundational knowledge, skills, and professional dispositions and
behavior required for independent practice and the ability to conduct original research to address
unanswered questions within the scientific literature. A brief, narrative overview of the PhD course
of study follows.
During the first year of the Program, students are enrolled in several foundation courses designed
to provide knowledge in the areas of child development, learning theories, psychological
measurement, scientific methods and data analysis, and professional issues and development.
Students also engage in coursework, fieldwork, and practicum dealing with individual differences,
the design and implementation of interventions, and intellectual, behavioral, and academic
assessment.
8PhD students are enrolled in Directed Research, a course designed to familiarize students with the
research process, to promote active engagement in research projects through faculty-student
collaboration, and to provide research mentoring prior to completing a dissertation.
Upon completing the first 30 credits in the PhD Program, students will be awarded a Master of
Science in Education (MSEd) degree in Child Psychology. It is the student’s responsibility to obtain,
complete, and submit the degree application form in order to obtain the MSEd in Child Psychology.
The second year of the Program builds on the student's knowledge base in psychology and
education by providing coursework in consultation, psychotherapy, personality assessment,
psychopathology, and neuropsychology. In addition, students are involved in practicum throughout
the second year of study. Students begin to research dissertation topics in the second year and
many students start forming their dissertation committee. The research skills of students continue
to be developed through the Directed Research sequence.
The third and fourth years of the Program focus upon the cognitive, social, biological, and
developmental aspects of psychology, the professional practice of school psychology, the
professional responsibilities of university teaching, and research methodology and analysis. During
the third year, students begin to articulate their dissertation work through course seminars and
establish a formal dissertation committee. Students begin advanced doctoral practicum which also
challenges students to recognize how clinical practice can inform scholarly pursuits. In addition to
applied practice settings, PhD students may seek a research-oriented practicum experience. The
dissertation seminar sequence prepares a student to propose a dissertation as early as the summer
of the third year. Students are strongly encouraged to defend the doctoral dissertation during the
fourth year of study. An elective based on student career goals is allowed in either the third or
fourth year.
The fifth year of the student's Program involves the culminating experience of a supervised
internship in school psychology. Typically, internship is completed on a full-time basis, although a
two year half-time internship is permissible.
PhD School Psychology Program Course Sequence
Fall Year 1 Credits
GPSY 505 Role and Function of School Psychologists 3
GPSY 512 Psychological Testing 3
GPSY 619 Child and Adolescent Development 3
GPSY 692 Individual Testing 3
GPSY 810 Directed Research 1
Spring Year 1
GPSY 623 Behavioral Interventions 3
GPSY 625 Academic Interventions 3
GREV 610 Educational Statistics II 3
9GPSY 511 Psychology of Learning 3
GPSY 810 Directed Research 1
Summer Year 1
GPSY 850 History and Systems of Psychology 3
GCNE 572 Child and Adolescent Counseling 3
Fall Year 2
GPSY 680 Consultation and Program Evaluation 3
GPSY 618 Personality Assessment for Intervention 3
GPSY 691 Psychotherapy with Children and Adolescents 3
GPSY 691L Practicum I 1
GPSY 810 Directed Research 1
Spring Year 2
GPSY 695 Child Neuropsychology 3
GPSY 690 Child and Adolescent Psychopathology 3
GREV 701 Research Methods & Design 3
GPSY 693L Practicum II 1
GPSY 810 Directed Research 1
Summer Year 2
GPSY 815 Ethics in School Psychology 3
Fall Year 3
GPSY 705 Single Subject Methods for School Psychologists 3
GPSY 614 Organizational Consultation and Supervision for School Psychologists 3
GREV 611 Statistics III 3
GPSY 813 Professional Seminar: Dissertation Research 1
GPSY 812L Advanced Doctoral Practicum I 1
GPSY 810 Directed Research 1
Spring Year 3
GPSY 811 Biological Basis of Behavior 3
Statistics IV Statistical Modeling (offered every other year), or
GREV 612 3
a research elective in place of Ed. Stats. IV
GPSY 813 Professional Seminar: Dissertation Research 1
GPSY 812L Advanced Doctoral Practicum II 1
GPSY 810 Directed Research 1
Fall Year 4
GESL 501 Helping English Language Learners in Mainstream Classes 3
GSPE 706 Scholarship and Teaching at the University 3
10Elective Option – GPSY 808: Early Childhood: Assessment and Intervention 3
GPSY 890 Advanced Doctoral Practicum Seminar I 1
GPSY 810 Directed Research 1
Spring Year 4
GPSY 807 Multicultural Psychology 3
GPSY 612 Social Psychology 3
Statistics IV Statistical Modeling (offered every other year), or
GREV 612 3
a research elective to take the place of Ed. Stats. IV
Elective Option – GPSY 804: Child Violence in Schools 3
GPSY 891 Advanced Doctoral Practicum Seminar II 1
GPSY 810 Directed Research 1
Fall Year 5
GPSY 903 School Psychology Doctoral Internship Seminar I 3
GPSY 901 School Psychology Doctoral Internship I 1
GPSY 906 Dissertation 3
Spring Year 5
GPSY 904 School Psychology Doctoral Internship Seminar II 3
GPSY 902 School Psychology Doctoral Internship II 1
GPSY 906 Dissertation 3
TOTAL DEGREE CREDITS 111
Note 1. Students must select ONE of the following three options (3 credit hour): GPSY 808: Early
Childhood: Assessment and Intervention (offered each fall), GPSY 804: Child Violence in Schools
(offered each spring), or an elective approved by the student’s advisor. The elective can be taken
any time in the third and fourth years of study. A PhD student’s course sequence must total 111
credits.
Note 2: Dissertation credits do not need to be taken in the suggested semesters above. Students
must register for a total of 6 dissertation credits (GPSY 906) to be eligible for graduation.
Note 3: GPSY 509 (Independent Study), GPSY 812L (Advanced Doctoral Practicum), and GPSY 906
(Doctoral Dissertation) have separate sections for individual faculty members. Be sure to register
for the proper faculty member.
Doctoral Preliminary Examination
Students must successfully complete a Doctoral Preliminary Examination after the second year of
coursework. The Program has adopted the Praxis Series School Psychology test administered by
ETS as this examination. More information about this test, as well as registration procedures, can
be found at: http://www.ets.org/praxis/nasp/requirements . The Program has adopted a passing
11TU U11T
11score of 147, as this score is required by NASP to become a Nationally Certified School Psychologist
(NCSP) and to become a certified School Psychologist in most states, including Pennsylvania. Scores
should be sent to Duquesne University and NASP at the time of testing. Students must pass the
School Psychology Praxis prior to continuing to the third year of coursework.
Doctoral Oral Comprehensive Examination
During Dissertation Seminar I (fall semester of the third year of study), each PhD student will write
a research review paper that aligns with one’s dissertation research interests. This APA publication
style compliant paper is due to the Program office at the end of the fall semester of the third year
and is intended to be the springboard for Chapter II of the student’s dissertation. Therefore, each
student is strongly encouraged to work directly with his or her dissertation chair through the
process of writing the review paper. The completed review paper should meet the standards of the
research paper grading rubric (Current Students Resources tab of Program Website) and must
include the following regardless of topic:
1. Describe the general context. How does the area of study fit into broader issues, and what is
the significance? The student should use a review of literature as evidence.
2. Describe the particular area in detail. Included in this section the student should state the
need for additional research in the area. This should include examination of the scientific
merit of the cited literature.
3. Pose specific gaps in the research literature and future research recommendations. You
should not provide participants, research design, or a data analysis section.
U U
After the paper is completed, each student is required to schedule a doctoral oral comprehensive
examination no later than the third week of the spring semester in the third year of study. The oral
exam must be completed prior to dissertation proposal and internship. The oral examination will be
conducted by a committee of two faculty members determined by (faculty) group consensus at a
Program faculty meeting. Students do not select committee members. One committee member is
typically the student’s dissertation chair and, to the extent possible, the second member has
expertise in the general topic area. This oral exam committee does not serve as the dissertation
U U
committee. The oral exam committee is a temporary committee comprised solely of School
Psychology faculty members who evaluate the written review paper and then conduct the doctoral
oral comprehensive examination.
Prior to conducting the oral examination, if the examination committee determines that the
submitted review paper is inadequate, the student will be required to correct and resubmit the
paper to the examination committee. A new deadline for the review paper will be determined by
the committee and the oral examination will be administered thereafter.
Questions for the two-hour oral examination will be formed by the examination committee after
reviewing the paper. Oral comprehensive exam questions may involve Program coursework and
practicum experiences related to the topic area, in addition to analysis of the review paper. The
oral examination is rated by each member of the examination committee based on the Doctoral
Examination Scoring Rubric (Current Students Resources tab of Program Website). Should a student
12fail the doctoral oral comprehensive examination, the student will retake the exam on a date
determined to be reasonable by the committee. In the case of repeated failure of the doctoral oral
comprehensive examination, the examination committee will recommend to the Program faculty a
plan regarding the student’s status in the Program, consistent with student remediation procedures
described in this handbook.
Procedure for Completion of Oral Comprehensive Exam Paper
1. Student meets with a prospective dissertation faculty advisor in the spring of the 2 nd year to
P P
confirm a topic area.
2. Students enroll in Professional Seminar: Dissertation Research in fall year 3
to begin developing the written portion of the doctoral oral comprehensive exam.
3. Students receive guidance in this course throughout the fall semester (with
possible recommendation for writing tutoring or writing center assistance).
4. The faculty course instructor reviews each student’s paper near the end of the fall
semester to determine viability. If a student’s paper is judged to be weak, the student is
referred to his or her projected dissertation advisor as early as possible for
mentoring/editing.
5. Students have until the end of the fall semester to work with their projected dissertation
advisor and the seminar instructor to improve the paper.
6. If a student’s paper does not appear satisfactory at the end of the fall semester, the student
will meet with his or her exam committee for the development of an action plan to improve
the quality of the paper. Concerns at this point in the process may trigger a review of the
student’s ability to successfully complete a dissertation and status in the Program.
How to Study for Doctoral Oral Comprehensive Exam
You should be able to answer questions about the explicit content of the review paper, the content
of research literature cited in the review paper, foundational theory derived from coursework, and
practical implications inferred from practicum experiences. Therefore, study the core psychology
courses (e.g., Child and Adolescent Development, Psychology of Learning) that you have taken. Be
able to use what you learned in those courses to explain your review paper. Study each article that
you cite in the review paper. Here is where statistics and research comes in. Can you discuss the
merit, based on the research design, of the articles you cited? The review paper does not include a
research plan, but the examinee should demonstrate an understanding of statistics and research
methodology through the analysis of the extant literature. Finally, prepare an argument for the
significance of the area of research.
13Practicum and Internship Overview
As a competency-based Program, coursework and field experiences are carefully sequenced so that
theoretical knowledge, skill acquisition, and the opportunity to enhance these skills are fully
developed. In addition to coursework, students are expected to engage in field experiences during
each semester of residence consistent with the appropriate ethical, professional, and legal
standards. Please note that travel to a local practicum site is necessary. In order of completion, the
field-work sequence includes:
1. First Year Field Experience
a. Role and Function of School Psychologists field-experience (fall)
b. Academic/Behavioral Interventions field-experience (spring)
2. Second Year Practicum
a. Practicum I (fall)
b. Practicum II (spring)
3. Advanced Doctoral Practicum (fall and spring semesters of the third year)
4. Continued advanced practicum is encouraged in the fourth year of study to increase
internship competitiveness and develop additional expertise
5. Internship
All aspects of practicum and internship are supervised by university faculty and by appropriately
credentialed field-based site supervisors. All site supervisors during the first two years are certified
school psychologists as the students’ field experiences occur in schools. All site supervisors during
the third year are certified school psychologists and/or licensed psychologists, consistent with the
requirements for practice at the specific field-site. Students must log all hours accrued during
practicum and internship.
Student competence given stage of training is required for each field-experience before advancing
to the next field experience and then to internship. Competence will be determined by faculty
evaluation of practicum performance and field-based supervisor ratings of performance. The
associated faculty member will award a “Pass” or “Fail” designation for Practicum I, Practicum II,
Advanced Doctoral Practicum, and Internship. All practicum must be completed prior to being
released for internship.
Additionally, students complete an Evaluation of Site form (see Current Students Resources tab of
Program Website) following each practicum experience and these are reviewed and discussed by
the Program faculty to assist in future student placement and Program planning.
Please note that Child Abuse, Criminal Record, and FBI Clearances, in addition to Mandated
Reporter Training and TB testing, need to be renewed on an annual basis as many sites are now
requesting up-to-date clearances. If the internship is completed out of PA, it is permissible to
submit that state’s clearance forms. Information on obtaining clearances may be found through the
following link: https://www.duq.edu/academics/schools/education/clearances
For more information on clearances, please see Clearances section of this handbook.
14There is also liability insurance provided by the University to cover students during practicum and
internship. If your site requires this form, it is available in the Program Office.
Practicum Sequence
PhD students are required to complete a minimum of 750 total hours of practicum prior to
internship. If a student chooses to pursue an internship in a non-school setting, 600 practicum
hours must have been completed within a school setting. Program students are placed at practicum
field sites based on student learning needs and, to the extent possible, the career goals of the
student. All practicum activities must be logged using Time2Track.com. Faculty will ask for hard-
copies of logs to ensure students are meeting course and practicum requirements. It is vital that
students maintain accurate logs and complete them in a timely manner. The Program will require
each student to submit a pdf “Summary Report” from Time2Track at the completion of advanced
doctoral practicum activities and prior to being formally approved for internship.
First Year Practicum
During the first semester of the Program, students complete several foundational courses, as well
as the first professional psychology course, GPSY 505: Role and Function of School Psychologists. As
stated in the course description, the course is designed to “introduce prospective school
psychology students to the field of school psychology.” The fieldwork component of this course
provides students with an introductory set of experiences through observations of school
psychologists, related service providers, general education classrooms, and special education
classrooms. Students are strongly encouraged to engage in direct academic intervention with
individuals and groups at the field site to obtain direct intervention hours. The second semester of
the first year involves additional educational and psychological foundation courses and provides
more advanced fieldwork experience as part of GPSY 623: Behavioral Interventions and GPSY 625:
Academic Interventions. During this experience, students will conduct a functional behavior
assessment (FBA), write a behavior intervention plan (BIP), and progress monitor an academic
problem in order to make evidence-based recommendations. Students are required to spend at
least 4 hours per week during the academic year at the first year field site and log all hours.
University supervision for these experiences occurs within coursework.
Second Year Practicum
Students begin the second year of the Program with increasingly advanced coursework and
practicum experiences. Practicum I is the field-experience that supports the development of skills
related to GCNE 572: Child and Adolescent Counseling, GPSY 691: Psychotherapy with Children and
Adolescents, and GPSY 680: Consultation and Program Evaluation. Students in this practicum are
required to carry an individual and group counseling caseload, and engage in formal consultation
with schools. The forms associated with Practicum I are included on the Current Students
Resources tab of Program website and include the following: Field Placement Form, Practicum I
Evaluation of the Site, and the Site Supervisor Evaluation of the Practicum Student. University
supervision for these experiences occurs through coursework and weekly supervision meetings.
15During the spring semester of the second year of the Program, the sequential progression of
practicum experiences continues. Practicum II is designed to develop knowledge and skills
introduced in GPSY: 505 Role and Function of School Psychologists, GPSY 512: Psychological
Testing, GPSY 618: Personality Assessment for Intervention, GPSY 695: Child Neuropsychology, and
GPSY 690: Child and Adolescent Psychopathology. During this experience, students complete
comprehensive psychoeducational evaluations regarding
learning/developmental/neuropsychological problems and behavior/emotional problems, engage
in problem-solving teaming, and assist in the monitoring of students’ progress in a school setting.
Students are encouraged to continue counseling and consultation activities, under supervision, as
well. The required Practicum II documents found on the Current Students Resources tab of the
Program website include the following: Field Placement Form, Practicum II Evaluation of the Site,
and the Site Supervisor Evaluation of the Practicum Student.
Students are required to spend at least 8 hours per week at the field site during the academic year
and log all hours. Due to the intensity of the practicum experience, it is anticipated that students
will spend an additional 8 logged hours per week engaged in preparations and follow-up activities.
Therefore, the Program projects that second year students will obtain approximately 16 practicum
hours per week across the fall and spring semesters. University supervision for these experiences
occurs through coursework and weekly supervision meetings.
Advanced Doctoral Practicum
During the third year of the Program, students continue to integrate knowledge and skills learned
in previous coursework and in ongoing advanced coursework. Students are placed at a school-
based field-site and, to the extent desired and possible, an additional field site that matches the
student’s career goals and/or matches the student’s learning needs. Field-site settings for
Advanced Doctoral Practicum in the fourth year of study, and third year when desired, often extend
beyond traditional school settings and are often considered specialized placements where the focus
is on a particular age range (e.g., preschool only), problem type (suspected neuropsychological
impairment, adjudication, etc.), psychological activity (e.g., primarily counseling-focused,
consultation-focused, evaluation-focused, etc.) or measurement experience (e.g., working with
large data sets, conducting program evaluation). Students should spend two days per week at the
field site during the academic year and log all hours. University supervision for advanced practicum
occurs through coursework and weekly supervision meetings.
PhD students are not required to engage in Advanced Doctoral Practicum activities during the
fourth year of study. However, students are strongly encouraged to engage in additional practicum
experiences to increase internship competitiveness and develop additional expertise. Important to
remember is that by the end of the fourth year of study, all PhD students should have obtained a
minimum of 750 total hours of practicum. University supervision for additional advanced practicum
experience occurs through weekly supervision meetings.
The required Advanced Doctoral Practicum documents found on the Current Students Resources
tab of the Program website include the following: Field Placement Form, Evaluation of the
Practicum Site, and the Site Supervisor Evaluation of the Practicum Student.
16Practicum Attendance Policy
You are required to be present at your practicum site a minimum of four hours per week during
your first year practicum, eight hours per week during your second year practicum, and sixteen
hours per week during your third year practicum. In the event that you must miss a scheduled
practicum time, or you must leave early from your site, you are required to notify both your site
supervisor and the University faculty member associated with the practicum placement. This will
typically take the form of an email to your site supervisor, with your University faculty cc’ed. Failure
to regularly attend practicum and/or to properly notify your supervisor(s) of your inattendance may
result in disciplinary actions by the program.
Internship
Internship Requirements
All PhD School Psychology internships should meet the guidelines set forth by the Council of
Directors of School Psychology Programs (CDSPP). At the end of the second year, Program Faculty
will review the progress of each student using the Internship Eligibility Form (Current Students
Resources tab of the Program website). Provided each criterion has been met, the student will be
released to complete a 1,500 hour internship supervised by a licensed (to practice independent
psychology), doctoral psychologist. If the internship is to be completed in a non-school setting, the
intern must have completed at least 600 hours of advanced practicum in a school setting. The
internship experience reflects the final stage of training, as all coursework must be completed prior
to internship, and is designed to allow students to receive a comprehensive, supervised experience
for students to continue to develop ALL Program competencies and skills for independent practice.
The internship experience is typically completed on a full-time basis over a period of one academic
year. A half-time, two-year experience is permissible. All internship settings must agree to provide
experiences specific to the training objectives of the Program as evidenced in the internship
contract. Internship credit is not given for past work experiences. The intern must not be involved
in other employment that conflicts with the goals and requirements of the internship. All internship
experiences shall be conducted in a manner consistent with the current legal-ethical standards of
the profession. Students must log all internship activities using Time2Track and should plan on
submitting internship logs to the Internship Seminar Instructor at least 4 times across the period of
the internship. A final pdf “Summary Report” regarding the internship year must be submitted to
the Program office upon completion of the internship.
For the PhD Internship, the following forms, which are available on the Current Students Resources
tab of the Program website, must be completed: Field Placement Form, PhD Internship Contract,
PhD Internship Plan, PhD Internship Evaluation of the Site, Site Supervisor Evaluation of Intern, and
the PhD Internship Completion Form.
In addition to being in good standing regarding Program competencies, students must meet the
following criteria prior to being released for internship:
1. Has completed all coursework and at least 750 hours of practicum.
172. Has, or will have by the end of the internship experience, completed 600 hours of field-
experience in schools.
3. Has passed the written comprehensive examination (Praxis II: School Psychologist).
4. Has passed the PhD comprehensive oral examination.
5. Has successfully proposed his or her dissertation.
6. Has obtained state child abuse (Act 33), criminal clearances (Act 34), FBI clearance (Act 114),
TB Test, and Act 126 Mandated Reporter Training.
Internship Site Supervision
Internship supervisors must have a license to practice independent psychology and, if the
internship setting is a school, appropriate school psychologist certification. The internship
supervisor must have a minimum of three years of experience in the provision of psychological
services and/or school psychological services. Prior to beginning the internship, a signed contract
must be completed. In addition, a description of the internship goals and objectives must be signed
by both the intern and the supervisor and returned to the University Supervisor. Internship
contracts must clearly specify that site-supervisor will provide a minimum of two hours per week of
direct, individual supervision. Internship site-supervisors must agree to be responsible for no more
than two interns at a given time.
The PhD Internship Contract and Internship Plan are available on the Current Students Resources
tab of Program website. If the internship site requires its own contract, the intern will need to
complete and sign both the site contract and the university contract.
Internship contracts reflect a commitment to providing a diverse set of internship experiences and
supervision. Salary, if provided, is indicated. The internship placement agency shall provide
appropriate support for the internship experience which shall minimally include:
1. A written contractual agreement specifying the period of appointment and the terms of
compensation.
2. A schedule of appointment consistent with that of agency (school) psychologists (e.g.,
calendar, participation in in-service meetings, etc.).
3. Provision for participation in continuing professional development activities.
4. Expense reimbursement consistent with policies pertaining to agency (school) psychologists.
5. An appropriate work environment including adequate supplies, materials, secretarial
services, and office space.
6. Release time for internship supervision.
7. A commitment to the internship as a training experience.
Please see the Duquesne University Internship Contract (Current Students Resources tab of the
Program website) for the full listing of components required in the internship contract.
18University Supervision of the Internship
Each student will be assigned a University (faculty) Supervisor to monitor progress while on
internship. The University Supervisor will make at least three contacts with the intern’s supervisor.
The first will constitute a personal introduction and review of the Program’s requirements for
internship. The second contact will be made after the completion of the mid-year evaluation of the
intern and the third contact will be made after the end-of-year evaluation of the intern. The
purpose of the on-site or telephone contact is to monitor the development of the intern’s
competencies and provide support as needed. The University Supervisor will document these
contacts for the student’s file. Generally speaking, if the intern requires university assistance while
on internship, the University Supervisor should be contacted.
All interns must participate in a monthly on-campus internship seminar conducted each semester
of the academic year (GPSY 903/904: Internship Seminar). The purpose of the seminar is to provide
a forum for interns to share their experiences, learn from other interns, receive feedback regarding
cases from Program faculty, learn about applying and interviewing for jobs, and receive additional
didactic training. If a student attends an APA/APPIC internship, the student must still enroll in GPSY
903/904 and complete all course assignments, but the monthly contact with a group of interns may
occur through the internship’s monthly meetings. If a student accepts an internship that is not
within a reasonable driving distance to attend the monthly on-campus sessions at Duquesne, the
intern must still enroll in GPSY 903/904 and complete all assignments, and then may either 1) write
a letter to the program asking for permission to participate in the monthly sessions by
videoconference, or 2) write a letter of request that the intern be allowed to attend the monthly
didactic trainings and group supervision of an internship recognized by an APA/APPIC or operated
by another university.
Internship Permanent Products
The intern will complete two comprehensive case studies across the internship year. These will
occur as part of GPSY 903/904: Internship Seminar and specific details of the case studies will be
provided in the courses’ syllabi. In brief, one project will involve a case in which the intern
completed a comprehensive evaluation, formed a diagnostic impression, and provided evidence-
based intervention recommendations. The second project will involve a review of direct
intervention services provided, including progress monitoring and outcome evaluation. These cases
will in part be used for the Program to judge intern competency.
Evaluation of Interns
Formative evaluations occur during regular meetings between the intern and internship supervisor.
Another source of formative evaluation is the mid-year Internship Supervisor Evaluation of the
Intern. Summative evaluation occurs at the end of the internship experience when the internship
supervisor completes the end-of-year Internship Supervisor Evaluation of the intern and the
University Supervisor also completes the summative University Supervisor Evaluation of the Intern.
The Program will directly email each supervisor the mid-year and end-of-year electronic evaluation
forms. The intern does not need to provide evaluation forms to the supervisor.
19Dissertation Requirements
The dissertation proposal must be defended before internship. The dissertation proposal will
contain the first three chapters of the dissertation. Students will have GPSY 813 in the fall and
spring of year three, which will be a writing-based professional seminar to assist students in
preparing the proposal. The dissertation proposal format will be prepared as defined by the School
of Education Graduate Studies Council (GSC). Additional information on dissertation requirements
can be found on the Duquesne University website.
It is expected that the student will select a Committee Chair before approaching other prospective
committee members. Dissertation committees will be comprised of no fewer than three members
and no more than five. The dissertation committee will be determined by mutual decision of the
student and the Committee Chair. Prospective committee members must possess earned terminal
degrees in school psychology, education or related disciplines. Committees must include at least
one additional school psychology faculty member and at least one of the other committee
members must be a full-time member of the Duquesne University School of Education faculty. A
relevant and appropriately credentialed practitioner may also be added as the fourth or fifth
member with the approval of the Committee Chair. Non-doctoral level individuals cannot serve on
a dissertation committee or sign a dissertation; however, they can be a reader.
The dissertation committee will evaluate the documents presented by the student that represent
the completed research dissertation.
The dissertation guidelines and forms are available on the Duquesne University website. The
dissertation must be prepared in accordance with policies and procedures posted on this webpage.
The dissertation author must pay all graduation fees, notify the registrar of intent to graduate,
schedule a defense, obtain faculty signatures, and meet deadlines for submission of drafts and final
manuscript.
Advanced Integrative Knowledge Requirement
PhD students must complete an Advanced Integrative Knowledge Case during Advanced Doctoral
Practicum Seminar. In order to satisfy this Program requirement, the student will submit: 1) a
comprehensive evaluation case report or intervention case report, and supplement the case report
with: 2) a 5 page, double spaced reflection directly identifying two basic content areas of scientific
psychology that were integrated within the case, how those two basic content areas have
implications for assessment/intervention, and how those two content areas informed the student’s
clinical decision making (e.g., case conceptualization, selection of assessment tools or interventions,
interpretation of data, future recommendations). Both the student’s comprehensive case and
reflection will be evaluated in order to establish competency regarding advanced integrative
knowledge. Faculty will evaluate each Advanced Integrative Knowledge domain using a rubric.
20School Psychology Program ePortfolio
During pre-doctoral internship, each student must submit an ePortfolio to demonstrate proficiency
regarding each of the Program’s competencies. The ePortfolio is due April 15 every year. These
competencies were previously reviewed within this handbook. The ePorfolio will be submitted to
the Program through School Psychology Internship Seminar as a single pdf document. Adobe
a
Acrobat may be used to merge all documents into one pdf file. After the title page for the
ePortfolio, a table of contents should appear. Please include a cover page for each competency to
explain how the product submitted is intended to demonstrate mastery of that specific
competency. As Program requirements and course assignments are complex in nature, the student
is permitted to use the same product to demonstrate more than one competency, but this should
be done sparingly. For example, for some it is possible that the Single Subject Prospectus could be
used to demonstrate mastery of competencies of 2a and 2b. However, the student must be certain
to clearly explain how the product demonstrates mastery of both competencies on the cover page
of each competency. The faculty has suggested examples of products that may be used to meet
each competency.
PhD School Psychology Program e-
Portfolio Possible Products
Aim 1: Train health service psychologists (HSPs) to deliver
school psychological services.
Ethical and Legal Standards Competency Sample Ethics Vignette
Individual and Cultural Diversity Competency Health Disparities Paper
Professional Values, Attitudes, and Behaviors Professional Philosophy Statement
Competency
Communication and Interpersonal Skills Competency Oral Comprehensive Examination
Paper & Rubric
Assessment Competency Comprehensive Psychological Report
Intervention Competency Intervention Report
Supervision Competency Supervision Paper
Consultation and Interprofessional/Interdisciplinary Skills Consultation Process Paper
Competency
Aim 2: Train leaders in the field who promote evidence-
based practices (EBPs) in the particular context in which
psychology is being practiced.
Research Competency 1 Poster Presentation, Paper
Presentation, or Dissertation
Research Competency 2 Single Subject Prospectus, Early
Childhood Case Report, or Applicable
Statistics Project
21Faculty-Student Relations
The Program faculty is committed to meeting the learning, professional, and socialization needs of
its students. As a result, Program faculty members commit to the following:
• Strive to maintain positive faculty-student professional relationships by all reasonable
means.
• Socialize students to the field by considering students to be future colleagues.
• Maintain a contemporary curriculum to meet the learning and professional needs of its
students.
• Serve as professional mentors and Program advisors.
• Support the needs of the local SASP chapter as a student organization that socializes future
school psychologists.
• Provide a formal mechanism of feedback to the Program faculty by maintaining a “Student-
Raised Concerns” item on each faculty meeting agenda.
• Consider student concerns through other informal means, such as course feedback and
meetings with individual faculty members.
• Provide timely and fair evaluations of student performance.
• Enact timely and just student remediation procedures, if necessary.
• Implement timely and just due process procedures.
• Promote student attendance and resulting interaction with faculty at local, regional, and
national conferences.
• Mentor students to produce peer-reviewed posters, papers, and other presentations at
local, regional, and national conferences.
• Provide continued guidance and support of Program graduates.
School Psychology Website
The School Psychology Program maintains a website
https://www.duq.edu/academics/schools/education/doctoral-programs/phd-school-psychology
of current information regarding the Program, including an overview of the Program, Program
faculty, admissions procedures, Program resources, including electronic copies of forms, and the
course sequence. Students are strongly encouraged to visit the Program website to seek answers to
questions, in addition to consulting Program faculty.
PhD School Psychology Program Admissions Procedures
Students are admitted into the PhD Program once per year with an annual application deadline of
January 15. The PhD School Psychology Program application, transcripts, GRE scores, letter of
interest, and letters of recommendation are all submitted to the Program through the online
application process. The faculty reviews all PhD application materials and identifies applicants who
are judged to have a high likelihood of success in graduate studies, and have professional goals and
interests that align with obtaining a doctoral degree in school psychology, the PhD as a research-
oriented degree, and the scientist-practitioner model of training. Successful applicants are invited
22to an on-campus interview. Applicants will be notified by email or telephone of an interview
invitation, as well as the time and place of the interview. If an applicant is unable to attend an on-
campus interview, a videoconference interview will be arranged. After final admissions decisions
have been made, letters of acceptance, rejection, or wait list status will be emailed and then
air/ground mailed to all of the applicants. Final decisions are to be made by April 15 of each year.
The Program does not engage in "rolling admissions.”
To be considered for admission, applicants must complete the following steps. By following this
procedure, there will be no application fee.
1. Prepare a letter of interest to upload into the online application. A letter of interest describes
educational, professional, research, and personal experiences that have resulted in an applicant's
desire to pursue a career in school psychology, specifically to pursue a PhD in school psychology,
and consider the Duquesne University PhD School Psychology Program, in particular. The letter of
interest should also outline an applicant's career goals so that the faculty may judge the match
between the applicant's goals and the stated goals and competencies of the PhD Program.
Applicants should be certain to cover their research experience and research interests as these are
carefully evaluated by the Program faculty when reviewing applications for the PhD program.
2. Prepare a curriculum vita/resume to upload into the online application.
3. Obtain official undergraduate and graduate transcripts, and then scan each transcript separately
to be uploaded into the online application. Alternatively, students may have their transcripts
directly sent from their undergraduate institutions.
4. GRE scores obtained within 5 years of the date of application are required and should be sent to
Duquesne University. The online application will ask you to enter your Verbal Reasoning,
Quantitative Reasoning, and Analytical Writing scores. The Program will verify the scores you enter.
NOTE: For the 2021-2022 academic year, GRE scores are optional.
5. Duquesne University requires submission of TOEFL or IELTS scores for all non-native English
speaking applicants. Additionally, the English as a Second Language Program conducts a review of
each matriculated student upon arrival to determine individual needs for English instruction to
support success in the degree program. The University requires the following minimum scores in
each area to be considered for admission: TOEFL minimum of 80 (internet based) with no sub-score
less than 17, or 550 on the paper-based test; IELTS minimum score of 6.5 with no sub-score below
6.5 for Reading, 5.5 for Writing, 5.5 for Speaking, and 6.0 for Listening. Enter these scores into the
online application.
6. The online application will ask the applicant to supply the names and email addresses of three
persons who are willing to write a letter of reference. The online application process will then email
each letter writer and ask them to upload a letter of reference regarding your application to the
Program. Please inform your letter writers to expect an automated email.
7. Complete the online application. This application requires you to upload the documents above.
23You can also read
